Picture by Freepik

Warm-up

1. As students to type ID # for attendance
2. Start with 5-7 minute conversations
   • “START TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
3. Vocab Review
   1. CLASSROOM
      1. Left and right hand shapes C with palms facing outwards. Rotate wrists until pinky fingers touch.
      2. Left and right hand shapes 5 flat with fingers together. Palms are parallel and facing inward, then move 90degrees to have palms face each other, thus creating a box shape.
   2. DESK
      1. Fingerspelled D-E-S-K
   3. CHAIR
      1. Dominant bent index finger and middle finger to nearly 90 degree, palm down, taps twice on the non-dominant palm-down “H” handshape, where the dominant fingers sits on top of the non-dominant fingers.
   4. WHITEBOARD
      1. Dominant hand shaped 5 on chest then pulls away with all fingertips touching.
      2. Left and right hand shapes L, palms outward, and next to one another to make a frame.
      3. Dominant hand shaped as though holding a pencil. Within the frame, pretend to write.
   5. WINDOW
      1. Two-handed horizontal flat hands, both facing in, the edge of dominant hand taps twice on top of the edge of non-dominant hand.
4. Have students take turns and pick one discussion question to answer
   1. If you became a teacher, which grade would you teach?
      • “IF TECAHER YOU BECOME, GRADE YOU TEACH WHICH?”
   2. What is your favorite memory of school?
      • “SCHOOL MEMORY YOUR FAVORITE WHAT?”
5. Start with 5-minute conversations in breakout rooms
   • “START BREAKOUT ROOMS TIME 5-7 MINUTE CONVERSATION DISCUSS WHATEVER”
6. The lab assistant will open the fingerspelling words list on their own.
   1. The lab assistant will fingerspell the first two words on the list
      • “START ME FINGERSPELL 2 WORDS”
   2. Send the next two words to the first student. They will fingerspell those two words.
      • “ME FINISH SEND LEARN PERSON NEXT 2 WORDS FINGERSPELL” 
   3. Continue till the end of the list
      • “FINISH ME SEND NEXT LEARN PERSON NEXT 2 WORDS FINGERSPELL”

Main Activity

1. Ask students to take out a piece of paper and a pen/pencil
2. Place students in breakout rooms of 2-3
   • “NOW BREAKOUT ROOMS ALL PAPER PENCIL HAVE”
3. Send them some of these prompts and have them discuss them with their partner:
   1. Do you like clean classrooms?
      • “YOU CLEAN CLASS-ROOM LIKE?”
   2. Do you prefer classroom chairs in straight lines, circles, movable chairs, etc?
      • “YOU CHAIRS LIST 3- cl-LINES cl-CIRCLES CHAIRS MOVE FAVORITE WHICH?”
   3. Do you like when classrooms have colored posters on the wall?
      • “CLASSROOM WALL COLOR POSTER LIKE?”
   4. What kind of learner are you? How would you like the classroom to fit those needs?
      • “YOU LEARN HOW? CLASS-ROOM HELP HOW?”
4. Once they’re done drawing their layout, have them explain why it’s best for them in the main room.
   • “DRAW FINISH SHARE GROUP SHOW EXPLAIN”
5. Afterward, tell them to design a classroom that would be ideal for Deaf students (this can be done independently in the main room)
   • “EXPLAIN FINISH NOW DEAF PEOPLE CLASSROOM DRAW DIFFERENT HOW?”
6. Have a brief discussion about the best layout for Deaf students describe this using CLs
   1. Open floor plan
   2. Seats in a circular set-up
   3. Engaging/relevant posters
   4. Smartboard to show videos, presentations, etc.

Wrap-up

1. How did you like the activity?
   • “NOW DAY YOU DO LIKE?”
2. Did you learn anything new?
   • “YOU LEARN NEW WHAT?”

End of Lab:

• Read can-do statements and have students evaluate their confidence
  • (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
• Encourage students to be honest in their self-evaluation
• Pay attention, and try to use feedback for future labs!